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Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

K to 12
(Mother Tongue, English, Filipino)

January 31, 2012

Language Arts Curriculum


The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multi-literacies Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands.

Alignment of the Language and Literacy Domains with the 5 sub-strands Integrated Language Arts Domains 1. 2. 3. 4. 5. 6. 7. 8. 9. Oral Language Phonological Awareness Book and Print Knowledge Alphabet Knowledge Phonics and Word Recognition Fluency Spelling Writing and Composition Grammar Awareness & Structure LISTENING SPEAKING READING WRITING VIEWING

10. Vocabulary Devt 11. Reading Comprehension * schema & prior knowledge * strategies * narrative text * informational text 12. Listening Comprehension 13. Attitudes towards language, literacy and literature 14. Study Strategies

*Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012

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Language Arts Curriculum

Using the language and literacy domains will focus the work of the teachers on developing the above abilities among the children. To put their expectations into proper perspective, the table below shows what language will be used as medium of instruction from Kindergarten to Grade 3, what the target languages are for oral language and literacy development.

Schedule of Languages for Learning and to be learned from Kindergarten to Grade 3 Level Kindergarten Grade 1 Grade 2 Grade 3 Medium of Instruction Mother tongue Mother tongue Mother tongue Mother tongue Oral Language Development Filipino; English Filipino; English Filipino; English Filipino; English Literacy Development Mother tongue Mother tongue Mother tongue and Filipino Mother tongue, Filipino and English

The skills to be developed within the Integrated Language Arts Curriculum for Kindergarten to Grade 3 are taught using a iterative approach such that the domains and skills spiral across the grade levels and across the languages. This will develop very strong linguistic skills that will serve as the foundation for subsequent learning of more complex and academic language abilities.

The graduate of the Integrated Language Arts Curriculum is a Multi-literate and Competent Language Learner who uses his or her competencies oral and printed language use as appropriate to various situations. S/He will be fluent in at least three languages and may opt to learn another local or foreign language towards the end of secondary education. The table below shows how the domains funnel to more specific and complex language, literacy and learning competencies as the students move from primary, middle and high school.

*Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012

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Language Arts Curriculum

Funneling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum Domains Oral language Phonological awareness Book and Print knowledge Alphabet knowledge Phonics and word recognition Fluency Spelling Writing and composition Grammar awareness and structure Vocabulary development Reading comprehension Listening comprehension Attitude towards language, literacy and literature Study strategies K-3 4-6 7-10 11-12

*Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012

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Language Arts Curriculum STANDARDS Domains The learner Oral Language understands the standards of English in order to participate in various oral communication demands (situation, purpose and audience) metacognitively understands that spoken words are composed of a series of sounds and those sounds occur within a particular order Content Standards The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read is able to demonstrate phonological awareness at the levels of the syllable and the phoneme Performance Standards

Phonological Skills

Book and Print Knowledge

understands: 1. Knowledge of the Alphabet. (It is the understanding that letters have sounds which can be associated with them and that there is some relationship between the sequence of letters seen in print and the sound sequence heard.) 2. Concepts about Print. (It is the understanding of the rules required to record oral language into a written language.) 3. Function of Print. (Understanding that print has meaning and the function of either telling a story or conveying information such as directions is the final area of understanding about print children need.)

uses literary and informational texts for independent study and reading for pleasure

Alphabet Knowledge

understands the features of each letter that make it different from all the other letters recognizes words and constructs meaning about them based on series of cues (including word shape, contextual, perceptual, phonological, and semantic information) happening instantaneously

recognizes, names, and sounds out all the upper and lower case letters of the alphabet uses sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions
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Phonics and Word Recognition

*Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012

Language Arts Curriculum Domains Fluency Content Standards understands the importance of acquiring a high level of fluency in English in order to be understood by both native and non native listeners through: 1. 2. 3. 4. Reading (the ability to easily read and understand texts written in the language) Writing (the ability to formulate written texts in the language) Languages (the ability to follow and understand speech in the language) Speaking (the ability to produce speech in the language and be understood by its speakers) spells words with two or more syllables using phonic, semantic, and morphemic expression expresses their ideas effectively in formal and informal compositions to fulfil their own purposes for writing writes legibly in cursive writing Performance Standards reads aloud grade level texts effortlessly without hesitation and with proper expression


understands that words are formed with letters in accepted order (orthography) understands the different formats to write for a variety of audiences and purposes understands that there is an acceptable and comprehensible handwriting style of writing with pen or pencil in order to convey meaning to others understands that English language has a set of structural rules that govern the composition of clauses, phrases, and words in oral and written communication understands the importance of acquiring an extensive receptive and expressive (passive and active) vocabulary for communication or expression in various contexts and language functions understands that listening is the receptive skill in the oral mode that allows one to comprehend what is

Writing / Composition


Grammar Awareness and Structure

demonstrates grammatical awareness by being able to read, speak and write correctly communicate effectively in oral and written forms using the correct grammatical structures of English acquires, studies, and uses English vocabulary words appropriately in relevant contexts


Listening Comprehension

activates prior knowledge conceptually related to text and establishes a purpose for
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*Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012

Language Arts Curriculum Domains Content Standards heard using ones skills and background knowledge (schema) Performance Standards listening/reading be self-aware as they discuss and analyze text to create new meanings and modify old knowledge responds to literary texts through the appreciation of literary devices and an understanding of story grammar recalls/locates information from expository texts and uses this information for discussion or written production

Reading Comprehension Schema & Prior Knowledge Strategies Narrative Text

understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor ones comprehension

Informational Text Attitude

understands the significance of interpreting the social meaning of the choice of linguistic varieties and using language with the appropriate social meaning for the communication situation understands that there are an array of study skills, which may tackle the process of organising and taking in new information and retaining information

demonstrates a love for reading stories and confidence in performing literacy-related activities / tasks chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of study

Study Skills

*Dr. Dina Ocampo, LAT Convenor version as of January 31, 2012

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